001premeating pump. Exactly. >> Exactly. How' you know? >> Exactly. All right. We are ready. Good evening and welcome to the work session for the Cleveland Heights University Heights City School District for Tuesday the 16th of September 20125. Miss Leam, will you call the role please? [Applause] >> Mr. Hanks >> here. >> Miss Lewis >> here. >> Mr. here. Mr. Trimbo >> here, >> Mrs. Krenshaw >> here. >> And now I will entertain a motion to consider the consent agenda. >> I motion we consider the consent agenda. >> Second. >> Who's faster? >> Jinx. >> All right. Uh, do we have any comments or questions concerning the rather long consent agenda? Yeah, on that on that topic, uh thank you to the HR team for dealing with a uh enormous multi-page uh supplemental and other appointments.
002Uh it's really great to see. I really enjoy this time of year looking at the supplemental list because it really is a who's who of district talent. There's just so many really great people in this district doing really great work. Um, two that I wanted to call out. One person joining the team, Alicia Burkel, who's a district parent who's going to be a vocal music parap pro. Um, you know, they say, uh, love what you do and you'll never work a day in your life. She won't work a day while she's, uh, working with the music department because she loves it and she's awesome. And also, uh, I want to shout out, uh, Miss Kirkland who has the leading ladies supplemental or one half of it at Bombguarder. Uh she is back this year from
003retirement and my daughter did leading ladies uh her sixth grade year and it was a really great introduction to making new friends and doing something after school in the building early in the year and Miss Kirkland is amazing and I'm so glad that she's back. >> Thank you. >> I agree. Leading ladies is a great program. Kelsey did it as well. Excuse me. And there's new things which showed up after I did all my homework. So, we're all just catching up here. I'm sorry for the delay. >> Boy, you ain't kidding. That's a long list. >> It is. It's a very long list. One thing I will say as we review is that um Sean Patton will be uh working on just our structures for supplementals. We want to track student attendance and impact and
004all those things. So, a, we want to make sure that we're getting the word out about the opportunities for kids, and b, um, you know, we really want to make sure that, um, students are participating consistently, and we're supporting that as much as we can, you know, as a district. So, we'll we'll be looking at that closely. >> We have an inkling that participation in extracurriculars helps >> exactly >> your academic career, but >> yeah, >> we need to see if the data supports that. Yeah, because we see it as a support to a lot of the things we're going to talk about tonight. Um, academic achievement, you know, engagement, attendance, like all those pieces are connected to being connected to those activities and we have really wonderful ones. Um, but sometimes you can have
005so many it's hard to get the word out. So, we want to keep kind of pushing that so students can take advantage of these opportunities to do these things, >> right? Um, and this is the time of year where we declare transportation impractical for certain students who in our community who attend private schools. Um and that results in a payment to the parents to offset the cost of transport transporting their own children because we have such a shortage of drivers and times for bus routes to actually work. So the beginning of the school year we get a big big batch of these. >> Is that a flat fee? >> It is. Yes. >> Does anyone know what it is? >> Miss Leam, can you remind us what that number is? I have a number in
006memory, but it's probably old. >> So the what the number is for transportation in L. >> Yeah, the payment in lie of transportation. >> So it changes every year. It's set by >> didn't want to say a number. >> Yeah, it's set by the Ohio Department um of education and workforce, but I will find that number for you. Thank you. Is there anything else? Nope. Okay, then Miss Leam, we are ready for a vote. >> Mr. Tumble, >> yes. >> Mrs. Kshaw, >> yes. >> Mr. Heights. >> Yes. >> Miss Lewis. >> Yes. >> Miss Sereni. >> Yes. And I'll turn the meeting over to Superintendent Kirby for strategic plan update. >> All right. I'm going to invite Dr. Jenkins, Dr. Reed, Miss Bar, Miss Bird, Mrs. Liddell Anderson, Mr. Robert Swagger, Mr. Toy Robinson,
007Snowden. I know that people will be coming in and out but thank you all for uh leading our work session today which is on goals one and two of our strategic plan. All right. Just getting I like your glasses. >> Yeah. All right, thanks for uh giving us a second to set up here. Um so good evening everyone. Um as we mentioned, we're here tonight to provide an update on goals one and two. And over the course of this session, we're going to be reviewing uh progress, identifying priorities, and aligning our next steps with our goals that we've established for the district. Um this meeting is an important opportunity for us to come together, reflect on where we are and where we're mo moving forward um in a way that best serves our students, staff,
008and community. So, we're going to go ahead and get started. Um as we've already mentioned, um we do have a full team here tonight. if my clicker would work. And maybe it's not now. It did earlier. Hold on. There it goes. Uh we do have a full team here tonight to present to you. Um um I myself chie chief academic academic officer. We also have uh Dr. Hannah Reid, instructional specialist and district learning coach. Um we also have with us uh Lindseay Bar, coordinator of student services. Uh, Miss Allison Bird, director of data research and assessment, Miss Karen Liddell Anderson, director of student services, and Mr. Robert Swagger, director of college career and readiness. And then we have Miss Toy Robinson Snowden, our coordinator for gifted services and fine arts. So, I just wanted to
009take a moment to thank each of our team members for their leadership and expertise they bring to us tonight. and together we're going to go ahead and walk you through key updates and priorities of our strategic plan. We do we have provided um as we have in the past a glossery of terms. Of course, I'm not going to read these to you. Um but these are updated. Uh we do have some things that we took out and also some things that are related to our um presentation tonight. So, if you come up with something with the some of that edgy speak that you you'll hear tonight, um we do have a reference for you. And like I said, that's on the next three slides. Okay. So, we're going to turn it over and start with
010some data points. Um at this time, I'd like to turn it over to Miss Alison Bird, who is going to walk us through the next section of slides. >> All right. Thank you, Dr. Jenkins. Is the volume okay? >> Yeah. >> All right. So, uh this is a precursor to the state report card presentation that will be coming to you in October. As you are aware, the Ohio Department of Education and Workforce released the school year 2425 report cards on Monday. So, while we will be updating you on work that occurred um towards the end of last school year and an update this year, the October work session will go more in depth into the state report card. You gave me the clicker. >> Yeah. >> Can I interrupt and say hooray for the big
011increase in our state stars and the career and teched consortium hitting five stars was pretty fantastic as well. >> Of course, we will receive that. >> I mean, two very good pieces of news I got this morning. >> A lot of hard work and and effort goes into that. a little trial and error and and some mistakes and learning and and again you'll hear some of that work today and then again in the October session. This particular slide refers to the broad goals from our strategic plan 2026 and what you know we are in that school year 2526. Um so and then the subsequent subsequent slides I'm going to provide an update of just where we are across these five areas. So, when we think about the target of 100% of third graders reading at
012or above uh grade level, as of the close of the 25 school year, we are at just about 68% of third graders. And that's showing proficiency on the Ohio State test for English language arts for third graders. There is another component um from the state report card for the early literacy component that looks at specifically at the reading portion and 64% of our third graders were proficient solely on reading. The second point is around proficiency also on the state tests. uh the target for the end of the strategic plan is 80% and right now when we look at collective performance uh 48 almost 49% of students show proficiency on the Ohio state tests and while it's not at our target that is an in increase compared to the previous school year. Um uh the third
013broad goal is around success in algebra 1 and this does include students who take algebra 1 at the middle school level. So uh students in seventh grade, 8th grade and 9th grade. We had 406 students who attempted to earn algebra 1 credit uh in at one of our schools. 68% of them earned all of the credit that they attempted. uh and focusing specifically on the class of 2028, those would be our uh ninth graders. 61% of them earned all of the credits that they attempted. There is a link on this page um for proficiency on state assessments. I keep saying you will we will go into a deeper dive in the October session, but that does provide uh a a chart of all the tests that the students took. um and how we performed on
014them. One of the things that's highlighted in that particular document is not only are we improving compared to last school year, but in some of the areas we are uh exceeding our precoid performance. Rounding out the 2026 strategic plan goals, uh one of the targets is 95% of students will graduate in four years. So what is reported on this most recent school year 25 report card uh reflects the performance of the class of 24 and 90.2% of that class graduated. And then um looking at our students being prepared to pursue college or a viable career. Uh you can see the update there around those um from the class of 24 who entered college anytime after graduation. So that rate is at 51%. Uh and then my partner Mr. Swagger will give an update on the
015CCWMR or college career workforce and military readiness component um to talk about how kids are performing and the work that the adults are doing behind that. >> Thank you, Miss Bird. Um, so these are the two, as we've mentioned, we're going over goals one and two. I think it's important to just go through those. Often these are interchanged. So, just to take a moment to, uh, really talk about what each goal is and just to remind our audience, um, how they're separated out a little bit. So, goal one, uh, we're really talking about expectations, proficiency, and mastery. So in this goal, we're looking and focusing on um every student graduating and ready to succeed in a college career. And then goal two is focused on equity, empowerment, and opportunities. So in this goal, we're emphasizing
016providing excellent education to each student and every student and classroom through multiple pathways. So as we go through this presentation tonight, um we are going to of course start with goal one and then we'll move into goal two. So, as I mentioned with goal one, um we do have our next slide slides following this, excuse me, that will cover goal one. Uh one of the things that you'll notice is that it is linked. Um we do have objectives with this goal that was laid out when the strategic plan was developed. Um we're not going to go through those right now, but they're there for your reference. So when we think about goal one um we're showing we want to show how our work under goal one is supported through multiple complimentary elements. So in this
017simple graphic um it illustrates two interconnected components and on one side we have our resources such as high quality instructional materials, assessments, additional supports and on the other side we're we're adding that to our core instructional approach. So they're linked together to show how they work in combination. So we have this visual to represent how these two elements work together. And as we dive into our work to support outcomes, essentially uh it's not just about the resources we provide alone, but success comes from how we're combining highquality instructional materials, aligned assessments, and additional student supports to provide the tools along with highquality strong instructional approach. So it's our tools on one hand and it's our instructional approach in the other. So I just want to break down some of the resources we focus on here
018in the district when you think about tools to provide students with success and to maximize that success. So we we've heard a lot about you know we have high quality instructional materials. These are our adopted resources. Recently we had ELA and math of course. Then we also provide pacing guides and other updates for teachers um to support uh the movement through the curriculum. We also like I just mentioned we had weekly um guides that guides that align um our pacing and anchor content areas we'd like to focus on week by week. Uh we also have um through the help of Dr. uh excuse me, uh Allison Bird's um office. We have a district testing calendar along with assessment tools and other protocols to help um people make the best out make the best instructional decisions
019based on um assessment results. And then we also have uh vendor provided um opportunities that leverage these resources. Uh we have MTSS framework that includes practices and tools to support student learning. So ultimately these resources work together to provide teachers with student and students with structured highquality resources and supports to help ensure every student can meet the expectations and achieve proficiency or higher. On the other side, we have something that we um when we think about core instructional approach, we have something new to the district this year and it's something we're calling our CHU evergreen core instructional priorities. So, with this list, we want to think of how it grounds us to serve as a guidepost for what we strive to achieve in all of our classrooms. It also provides a greater focus for our
020professional learning, feedback cycles, and goal setting. So, I'm going to give you a moment to to read through those. Uh, it is a lot. I sort of wrestled in my head if I want to read these to you or not, but you guys could read these. Um, one of the things as you go through, you'll notice that it is very comprehensive to the different things that we do here in the district. And when we think of the um different programs that we have brought in or different consultants that we've brought in or different frameworks we've brought in, there are things that um that we focus on that those resources help us with. So um as an example, uh clarity for learning ensures teachers and students have a clear understanding of learning targets and success criteria.
021So you can see how that maybe works into well works into the first priority. Um, clarity also touches on many other of these priorities. Also, student- centered coaching provides ongoing personal support for teachers to refine their practice. And of course, we have AVID strategies that uh build on student skills, academic habits, and college and career readiness. So when you think of things like um like one of the priorities following a consistent classroom structure for organization or every student includes at least one opportunity for studentto student academic discourse. These are many of the things that uh like AVID uh really focuses on. Um and as we uh we'll talk a little bit more later in the presentation how um a lot of uh things that we'll be doing with in fact clarity is coming up next
022week for approximately 170 of our teachers uh collectively now and um there is there's at least uh six or seven of these priorities that uh we touch upon within the clarity work. So these really are things that anchor us um and allows us to uh really make them our own and things that are really what we call evergreen. That's why we call them evergreen. >> Dr. Jenkins, since you mentioned the um clarity cohort of teachers and you just said 170, >> is that now about a quarter of our teachers? A third of our teachers. >> Yeah, it's it's approximately a quarter. >> Okay. Um >> thank you. >> Yeah. So, we had um approximately 65 uh returning uh clarity one teachers. Now, they're in clarity 2. And what we now microcredentialed in our district, we
023have these micro credentials. They're now considered clarity one practitioners. We kind of gave them this cool little badge they put on their email signature. They're pretty excited about that. U so they're returning for clarity 2. And then we have um an additional approximately a hundred teachers uh diving into clarity one uh which is will be their first experience with the clarity work and that's coming up next week. So um so we are excited to have that many teachers uh jump on board uh this work and um I'd imagine it's still growing. So uh we will run this you know continually so even you know we're we're ready to take on even more. So, we're excited about that. >> Would you say the majority of them are at the elementary level or do they is it
024a good >> So, we we had probably heavier elementary last year, but we have I think and Dr. Recreor me if I'm wrong. I think 12 additional high school teachers. >> Uh 22 additional >> 22. I was way off. Thank you for correcting me. >> I just counted them today. >> Another two. So, add 10. Um and that's better even. So 22 teachers from the high school now uh joining that work is pretty significant. Um considering um the impact that we are already seeing uh you know in teacher practice um we um not to get ahead of ourselves but we um not only is the clarity work anchored in these uh instructional priorities but it's also becoming you know part of all the things that we're giving feedback on and we're looking for. So uh
025we're being really um strategic and comprehensive about supporting the work >> um and uh allowing it to grow uh naturally amongst teachers through efficacy which is really important. You know teachers feeling like they have those mastery moments and they're feeling like it's making a difference. So we're allowing space for that and that's really important. I really appreciate the intentionality of it because for a long time there were um programs in this district that were seen as the program of the year and then next year it'd be a different program and then the next year would be a different program and there was a lot of whiplash that people were feeling. So, but it seems like the clarity work has been um introduced and it's been something that we realize takes a while, but we're not
026forcing it in a year and then going, "Oh, that didn't work." And then moving to the next something different the next year. So, I really appreciate the intentionality and the adoption being done in a way where I think people can actually embrace it and move forward with it. >> Yeah, I appreciate that that feedback. Um and um that's aligned with with our intention with how we rolled it out. One thing you had said that I just want to build on just for a moment. You had said about you just referencing how we bring in programs and they're like the flavor of the month, right? >> Flavor of the year, the next new thing, the next buzz. And uh that's not what we're doing here. um we're establishing what it is that we expect and strive
027for in our classrooms for all students regardless of content area, grade level um and even um you know this would apply to any grade level, right? Any content area. So um the idea would be that things like clarity for learning and bringing consultants in and and the idea like bringing you know people like Diane Sweeney in for student center coaching, they're supporting this work. So we will always be able to support this work through various resources, but it's not the framework that's that's that's sort of dictating what we're doing. It's we are in control of that and then we're using even multiple resources for a priority or two to lift this up and to support teachers bringing this alive in their classroom. This has also given um teachers opportunity to think about like what are
028some things that I want to work on? what are some things that I can I feel pretty strong with, you know? So, it's creating space for dialogue about their own growth and their own goal setting. Um, and again, if it's something like, well, you know, I don't know if all my students know what I'm trying to teach or if they even know what success even looks like, well, maybe jumping on, you know, getting involved in the clarity work will help them with that. So that's the idea and that's the kind of um engagement that we really are looking for which is more longlasting and authentic. >> Yeah. That it it feels more longlasting and authentic just hearing you know I've heard you talk about it now for two years now. >> Yeah. >> And it
029seems more pervasive in a good way in in that it it it will actually stick. >> Yeah. Tagging on to what Jody just said, as I looked at the slide uh in prep for this meeting, the one thing that really struck me was I mean, if you're really kind of in the weeds with this stuff, you can look at this list and go, "Oh, that's from Avid and that's that's from Clarity." And that you're it's kind of like you've went down the buffet line and sort of picked out the things that our district finds the most value in, which I think is really great. It's not just like an offtheshelf playbook that you just throw at the staff and say, "Run this." It's you're we're we're you know, >> so I did not want this
030to be a checklist. Yeah, >> I did not want it to be um I was really worried about that actually to be honest. I was like I had a lot of reservations. So, uh the buffet line, yes, I've been in this district for a long time and I've seen different initiatives and I've seen different things stick and different things that we like we we tend to focus on the things that are like critical to to us collectively. And you know, when I sat and thought about, well, what are all the things that a Cleveland Heights we we expect from a Cleveland Heights teacher, what we what we really want to see in all of the the a Cleveland Heights University Heights classroom. So, there is a little bit of AVID in here. There is a
031little bit of ex there's even explicit instruction in here. There's a little bit of clarity for learning. And there's different so um this encompasses all those things brings it to one focal point and um under this as you can imagine if you go in the there's a lot of detail that we can pull out and in fact we were meeting with um Cara Vandes and Diane Sweeney who who are coming into our district in the next couple of weeks and we were talking about this and they said you could spend a whole year on two or three of these unpacking it and what does that look like strategically in the classroom. room. So, we we've had a really good response from the people, the out external resources that are supporting us. Um, and we've had
032some good response internally within academic services to this. So, it's been good. So, I I'm glad that I went out on a limb and I was like, okay. And we put that out there. So, it's being wellreceived and I appreciate that feedback. I'm happy to hear that significantly more high school teachers are joining the clarity work because um when we were in Boise, I saw a very different way of approaching high school teaching there which I think our students could benefit from. >> Yeah, that's great. We are excited. Go. So, I'm gonna turn it over to Dr. Reid who's going to talk a little bit more in depth for uh the CNI department. >> Good evening. So, going back to that those core evergreen priorities, it has really grounded CNI's work and helped us with
033our grade level team meetings to ground what we're doing in our high quality instructional materials. So if you look last year we we uh adopted our new math program and then the year before we had our new English program. So now what we're really focusing on this year is what are the resources and routines that are available in those programs that can really support those core instructional practices and and and priorities and that evergreen priorities. So our grade level team meeting is all around our high quality instructional materials for ELA. we're really digging into wonders and uh the 95% and then my perspectives and then for math we're really digging into uh the into math program. So we are also continuing with our weekly updates. Uh every week the CNI department puts together pacing guides
034of where you should be during this week and we send those out. Our last one that we sent out last week had 1,000 over 1,000 hits on it. So we know the teachers are using it and they're accessing it and they they like it. I was talking to coaches today who said they're using it when they go in to coach with with teachers to say this is where we should be. So I think those are are having an impact in terms of making sure that we're staying on pace with our curriculums. This year we are piloting four new science programs. So last year in February we were contacted by HMH who does our current science fusion program. they will no longer support the program after 26 27 school year. So we are sort of in
035a situation where we're forced to find something new um to adopt. So we are piloting amplify science at elementary and inspire science which is McGra Hill and then in middle school they're doing TCI science alive and uh inspire science at the middle school and then the high school is piloting inspire science and they're looking at uh an open-source resource called open sed and so they are kind of looking to see where they can bring in some of that stuff also with it and are lots of options with the open sed to to buy books and to purchase things through other publishers. So, um we're kind of exploring this year. We are doing the pilot for the whole first semester. So, they've all started. Um we had a couple of glitches with materials, but there's one
036more pile of materials here that are will be delivered and then they'll be ready to go. So, we'll be meeting in October to kind of start our conversation around what do we like, what don't do we, you know, not like so much. A lot of it is hands-on. The science curriculums have really turned to that idea of claim uh reasoning and evidence and then that hands-on manipulatives and things like that. So all of these programs came with huge science kits and so they're d kind of digging into the science kits and and using them. So we will >> teachers are piloting >> right now. We have um there are five at the elementaryaries and actually I'm sorry five teams so that usually excuse me I have a slide there's um >> we're all battling it
037>> right it's a teams of teachers that are doing it so that would 10 11 depending on how many are on the team but we're we're doing all grade levels um in the middle school our seventh grade teams are piloting and our eighth grade sixth grade and eighth grade and seventh grade is do one of them is doing it some of them are still doing science fusions because we want to be sure that we're seeing that. And then at the high school, we have two biology teachers, um environmental two environmental science teachers, and one chemistry teacher. So, they're they're taking a look at that in the inspire science. So, um those are all pilots that are happening and I have a list if you need who's doing what, where. >> No, I'm just I want
038to get a sense of sort of >> how broad the pilot will be. So, we looked at we looked at about 15 different programs >> and these were the ones that that they picked um to to p pilot within their classrooms based on what they saw with the next generation science standards and all of that. So, um >> is there a is there a general desire from the department to pick a single publisher or vendor to go from kind of grade to grade? Because I've seen with the math curriculum that's been as on the parent side of things, it's been really nice when you go from year to year and things are like, "Ah, okay, where, you know, I know where to look for this and you know, my daughter knows where to look for
039it, too." That sort of thing. >> Yeah, we've been talking about that. So, all three grade levels are are all doing inspire science, which is the McGra Hill. Um, we we'll take a look at it and see what happens at the end and and where it all fits. they're really looking we would like you know the programs that best fit their needs but I think there is some invent that we'll we'll see how that kind of works out and I think that our into math program is kind of influencing that because they're seeing the continuity of that so >> awesome >> okay so then um in terms of the tools and resources for families that we're using we're finding within our HQIM that there are lots of resources for teachers to use in terms of
040you know sending home extra practice on things, manipulatives. So, a lot of teachers are using those and sending those out to keep communication open with parents. And then, of course, we have things like Class Dojo and those things. Um, and so, um, we're we're able to, you know, keep in touch with families through our HQIM. And again, it's looking at those resources that are in our HQIM that are already there and created that really support what we're doing in the classroom. And then in terms of assessments, um Joyce Buc, our instructional specialist for math, sat down with a group of teachers this summer to really talk about like how did things go last year with our first year of implementation. And they made some adjustments based on the Ohio State test of where we need
041to place things and did things need to be moved a little bit. Um there were no major changes. It was more just kind of moving things around and then they rewrote the assessments, the interim assessments that go with that. So, we're all aligned again and those new pacing guides are up on the um website and have been communicated with teachers. Um, and we're just continuing to use those interim assessments and the Ohio benchmarks and the Ohio uh assessment system to kind of get those check-ins at the end of each quarter and semester to make sure that we're on track with our kids. >> Oh, I have the clicker. >> The clicker. >> There you go. >> All right. Thanks so much. All right, so um we're going to shift a little bit and talk about
042ELELLL students and support for them. So um one of the things that uh for last year we had 46 students 46% of our students um meet their growth goal which is shy of our just about 54% or 57 53.7% target. Um, so that was that equated to about six more students that would have needed to have have met their goal for for us to reach our our target. Um, so I want to talk a little bit about what we do for um our ELLL within our ELLL program. Um, so we do have pushin and pull out services uh with our EL parrofessionals and our title lead teachers. Um, that's what we had for last year. Um, we also, excuse me, have uh Lexia learning for our ELELLL students or students in our ELLL program and
043including um an atome access for K3 students. Uh, so we also provide transition support for testing when it's allowable. Um, we have our AVID emerge and targeted language acquisition instruction at our middle schools. Um, we also have um our piloting pocket talk device for student use. And then we do provide training for our title leads and ELLL professionals on Lexia and ELLL strategies. So those were things that we had in place last year and we continue to have them um for the 2526 school year. Um we'll while continuing these we are excited to have an additional Tissel certified teacher uh join our our staff and um he has been wonderful. Mr. Wells um and he's fantastic. He's uh partnering with our family engagement specialists and other partnerships um to uh also link how we can
044support students but also the families as well. Um so he came into our district really excited and you know he has um since then created a very detailed schedule uh to get to all the buildings and provide supports um and uh along with his some of his direct services to students. He's also providing um just support for the paraprofessionals in that role and uh something that um we felt that we really needed to have in place. Um and of course being Tissel certified he brings in a level of expertise to um our support throughout the whole district uh that we really needed. Uh we do have a Tissel certified teacher at the high school, Kathleen Scully, who's been instrumental in the past in helping us um even upgrade our handbook and things like that. So
045we also it was great. She was part of the hiring process um the interview on the interview team. So they're already of course a great partnership and they're meeting and they're working together. So now there's a team of teachers um supporting our students in our ELLL program. >> Can I ask a question? >> Yeah. >> Is there a state reason um that we call it English language learning? Is there a anything that prevents us from using a different term? So, so technically speaking, um, our pro, it's the name of our program is English language learners. So, in other words, coming in, you know, that's the language they're that's what they're tested on is the acquisition of the English language. I don't think, and I'll double check that there is anything that prevents us from calling
046calling it something that that we choose at a at a district level. I've just heard >> but yeah >> several districts around the country both at the conference in Los Angeles and when we were in Boyisey people have changed terminology to multi- language learners >> to sort of reflect the fact that children are not only learning English they're also learning the math and the science and the social studies and they're parallel processing in >> and that makes sense >> both their first language and in English >> and it is something we could explore >> yes >> the report card calls it English learner progress. >> That's a technical term, right? And there they presumably the report card has a definition for what that is. Yeah. Um >> but as far as the name of our
047program here in Cleveland Heights University Heights, we may have some liberties there to think about. >> A better reflection of what's happening. It it's just something to consider because we know that they're learning all sorts of stuff, >> right? >> Um >> no doubt. Do we provide any resources for parents or families of the students? >> We do. Um and what we the with those resources that we provide and a lot of it's translation services. Um we have Proprio and we have some other you know tools. We we'd also partner with with families on a you know if they are requesting it you know of course we're going to be there um for them to assist them. Um I think we we need to continue to grow in that area and think about what the
048needs are specifically. Um what's really nice is with our um added um added staff member TISLE teacher um Mr. Wells, he can really be on that forefront working directly with families and helping us determine how we can better our program in terms of that school family connection. >> Yeah. >> Um yeah, so >> it might be something to explore. I know we have a partnership with TRIC um and they have a program for um I think it's called ESL um and it is they they have one that costs but there is also one that is free. So since we have a partnership that might just be something um to explore to give a holistic approach to not just the student but the family as well. >> Absolutely. And and you know what's because what's what's
049exciting is is that um last year when we really dug in and I have to give credit to Amanda Zapchne um who uh is doing great by the way. I got a a picture of her baby in the mail yesterday. It was awesome. >> She's beautiful. Autumn. I hope she didn't mind saying that. Um >> please pass our best over to her. >> Yes. Yes, sir. Um, and uh, yeah, so we're staying in touch with her and everything, but I just really have to give kudos to her because uh, she was instrumental in us like digging go back in say, you know, this handbook's not good, you know, and she just like rolling her sleeves up and, you know, making sure that that was updated and was really um, advocating for us to do a
050better job. And I just give her credit for that. And we, you know, and here we are and we are doing a better job and I think we'll continue to grow in that area. and that's something else to consider. So, I appreciate that feedback. Yeah. Great. And just a little bit more info. Um, so we do have a wide range of first language speakers and this um, of course, the majority is Spanish over the last three years, but this does give us um, the different languages spoken. I don't know if you guys can read that and it was really small. So I was curious what is not in option list. >> So this is all >> these are languages we don't know what to do with. >> So this is directly from the survey we
051give parents. So that was something that they had a choice of. So we're not sure what why that was selected. So that was >> okay. And then English is also one of the languages over there towards the right of your >> graph. uh along the same lines that was an option um for them to choose. >> So these are presumably people who speak English and something. >> Yes. >> Okay. >> Good. >> Correct. >> And then just to give you some uh breakdown of enrollment numbers there they are. So over the last three school years uh you could see that we moved up a little bit in 2425 and then we trended down a little bit but pretty much staying around the same. Uh we do have three pending uh students being screened. Um and
052again these are students that are in our in our ELLL program um that we call for now. Um but this wouldn't necessarily be students um that at one point weren't in an ELLL program or in a program in a different district or you know this is just students that were serve we are ident have identified as ELLL students >> that are in our program. Go ahead, G. >> Have we been able to um measure yet or have we been uh doing our our program uh long enough to measure how long a student stays in it before they're able to exit? >> That's a really good question. Um and that we can get back to you on. I like that question. It >> if I understand the question that is how long are they from from
053the beginning of when they enter the program versus exit? It also depends on their um the their uh the score that they actually receive at the level in which they come into the program. So um so the so I mean OLAP results would be the main indicator of that. Um and that would tell us what level of language English acquisition they have at that time. So students that are higher up on that language acquisition pro may need not may not need to be in the program as long as some students who come in who really have very little English and um you know they're learning as they are in the program. So but that is a good you know rel relative to the level in which they come in how long does it >> trend
054for them to exit and I I do like that that's a good question. It's also an interesting >> it would be interesting to know I I I think that very often folks as they're arriving are sort of transient you know they they'll come they'll land they'll get settled and then they may very well move on >> and so it may be that a significant number of these people are not with us as long as other kids are. um you know so we do the best that we can while we have them send them off to do great work elsewhere. >> Another thing that's really interesting about Gab's question to me is on the state report card nonnative English speakers get is it three years or something like that? There's like a there's like an exemption
055window for when people enter the the the district. Is it three years? I think um I don't >> Yeah. Yeah. But but um you know when I see this this graph here thinking, you know, some of these people who are still receiving services may well be outside of that window and are in the math that goes into our report card score. Uh just just a another data point to add in there. Um the other thing that strikes me as I look at this graph, and it's it's good that I don't think Nancy or Lisa are here because this would be like a job for them. uh uh would be uh if we aren't already, it'd be really great to do some sort of get together with all the families uh of all of the different
056languages represented on this chart and uh you know have some sort of event uh you know at one of the buildings get folks together and >> and it will have to involve food. >> Yeah, have some community building. Yeah, potluck. Yeah, >> that was actually something that we had mentioned um organizing before. I don't think we got a chance to do it last year, but you know, we'll follow up with them on on um and there because there were a couple uh families who had said they would kind of assist with that that we had met with. So, that's something we can follow up on. >> There when when Olivia was at Noble, particularly her younger years at Noble, the Nepali speaking population at in the building was was pretty large. And there was a
057parent that would do uh uh the Nepali announcements or like the when robocalls would come home, there'd be like the Mr. Carpenter one and then the phone would ring right after and it' be the Nepali version like back to back in. >> She worked there was someone who worked at the >> she worked at this at the district for several years. >> Yeah. She's also a parent though of a kid in the >> in the school. >> Yeah. When I was at Gity, we had a um parent who would translate all the like notes that went home from the principal >> into Spanish. Mhm. >> I I do want to mention one thing related to your question as well and something that even Dr. Re can probably talk to about a little bit with the
058high quality instructional materials we've adopted. There are a lot of I believe resources for ELELLL students and even opportunities for translation too. So there's that as well. Um and I think it's important for us to draw a line to it so that you know even like with Mr. Wells or even any of the teachers are working with students. Um we can make sure we're fully utilizing those resources too. Yeah. >> So you sort of answered the question I was thinking about in your response to Gab's question, but a student shows up in one of our buildings whose first language is not English. The process is some sort of a test to see how much English that student has. And then based on that placement in the ELLL program >> and how do we know when
059they roll off? There's specific goals. >> So um we so with Alex Lexia we have screeners. That's our main re high quality instructional material that we use within that program um to uh help with you know progress monitoring of those students and their progress. >> That's an online program. Mike, >> what's that? Is that an online program >> there? It is an online resource and also has printed materials I believe. Yeah. And then uh with our OALPA testing which is the state testing that is primarily what we use ultimately to determine if a student is exited or remains in the ELLL okay program. >> So that's determined by the state test. >> Correct. >> Okay. So Lexia would be like our local measure that we would use >> um to determine where students are and
060the progress they're making, >> but then the Yalpa test would be the ultimate measure by the state on as to what level of language acquisition they have. >> Thank you. So I would also really just love to know I this is the first that I've heard that that when a student arrives you have a couple of you have a period of time when their work is not part of those report card. I'd love to know more about that. >> Yeah I was on the ODO website this afternoon and I there was a footnote somewhere that said >> cool. Um, another thing that it's important just for folks who don't do this every day to be reminded that when a a student comes um, you know, to a new school, let's say that they're, you know,
06115 and they're they're coming from uh, Central America, they don't know much English. Um, but that also that does not mean that they can read in Spanish. And so it makes it adds a whole another layer because you know the inclination would be to get them resources in Spanish. But very often if they're coming from I mean if they're here they're they they've left home for a reason and they've often been on the run and you know refugees have very sporadic uh education opportunities and so it's there there are layers of things going on >> and you know and just >> and that's connects to what Gabe was saying that we need to make sure we're providing as much support as possible for the families at home, not just the children who are in our
062buildings because the parents are trying to navigate a new world in a new language and they may not have the skills to do it. >> Yeah. And you know, just sort of sometimes I like to throw a little bit of local history into the discussion. This is something that we have a long history with >> in this district. When I was very small at Co at the old Coventry Elementary School, billowing coal smoke as I remember um there was a woman named um Mrs. Eisenstat who you know at the time the the kids coming in from abroad were Eastern Europeans and she did incredible work with those kids and we were a destination district actually. We were well known for easing the transition for for those families into the United States. It was a I
063mean and you know that's the sort of thing that we should take great pride in and continue to lean in because these are people who are deserving of the work. They've come here for a reason. real time followup. Uh the so from the ODO website for on our report card uh it's under the your district students section it says the number of recently arrived English learner students excluded from accountability for two years was 27 contributing to our most recent. So >> so their third year >> they would then >> then their their numbers their test scores roll into our report card. >> All right. We're learning together. >> And and just just to kind of >> put a a quick bow on this, I think it I think what I really love about the discussion
064is that it's not just a of course it is our program is about language acquisition and making sure that students are advancing in that. But it's more than that. It's also what we're providing families and how we're receiving them into the community and the things that we're doing to make them feel supported. Um, and that's why again I'm really excited about uh the introduction of of Mr. Wells to the program because um you know with a lot of experience uh in in this community he actually he is lives in Cleveland Heights um and he was in a neighboring district for a long time in working uh in ELLL program. So um he brings a lot of local expertise and just expertise in general. So I appreciated that. So I'm excited. Okay. All right. Good evening
065everybody. Now time to talk about everybody's favorite topic which is um graduation and you know really what happens to our students as they come through our system and where are they headed after they move. Um so it's really exciting to just talk about where we have been and where we are. Um wanted just to give you a little bit of information. I know um the October work session will definitely go into a deeper dive on this, but there's a lot to celebrate and also there's a lot of work to continue. So um we actually broke it out talking about the graduation component different from the college career workforce military readiness measure because it's not just because you get one doesn't mean you're going to get the other. Um and really there's a lot of different
066ways that you can meet this. I I know we've had special board sessions just to talk about the college, career, workforce, military readiness, but this is the first time that the the rating will actually hit our report card. Um, so I know this will be a fun opportunity to just share some information. Uh, but just when we think about graduation, uh, we're constantly trying to get to our strategic plan goal of 95% students graduating in four years. um the state gives us a four and a five-year graduation rate and those are weighted um each year. So that way based on the number of students who complete um either in four years or in five years then it gives us our overall district rating for graduation. Uh when we think about the class of 2024 four
067year we were at 90.2 which is actually just a little bit of a decrease from the 2023 group. Um when we looked at the class of 2023 5-year, we see that we see a dramatic increase. So, you know, this is not something that's always just completely standard. We know that students have lots of different things that help them either graduate on time or might be a hindrance to graduating on time. Um and I think that as we've talked about how do we get more consistent with this, a lot of it is talking about where do we meet the student where they are? Like how do we know when students are coming in in nth grade, what supports that they need? um how do we create some opportunities for acceleration? Um I know Dr. Jenkins has
068talked about even some of the the AVID program components and when we're asking students to take really challenging courses and we don't give them a support called AVID, which is an acceleration, they might not graduate on time. Um because there's that is the support that comes along with that program. Um but when we do it well and we give students an acceleration program that gives them the the resources to be successful um then they can meet those graduation requirements um in time or actually even ahead of time where we start to see students um doing better uh taking more rigorous courses um one of the next components we'll talk about AP participation and CCP participation. So again thinking that as students meet high school graduation requirements they can double dip. Some of them can get
069those um college credits at the same time, but then many students are just ready for that next stage of their development. So, I've got my high school credits under my belt. Now, I'm ready to challenge myself with more rigorous courses. Um, and really the language will start to even get into what about pre-apprenticeship programs and apprenticeship programs and CTE programs. So, there's really the continuum of um courses and really this gets back to um how do we get kids ready? Um, I did want to at least talk about like some of the preliminary information. Um, so I know this won't come out until even like a year from now, but we're anticipating another increase in our four-year graduation rate. And that's based on just making sure that students have a really good graduation plan, a
070really thorough successful um or a student success plan. And so we can get them on on time and on target. A lot of that is through the Tassel program. I know um just to bring that back around and I appreciate everybody's advocacy when the state was considering um cutting our 21st century grant program that would have cut our tassel program. So we think about how many >> government sorry correct um but either way like state and federal government right this is important that we're advocating because those were dollars that help our students get back on track um it helps close gaps so we have a gap closing measure and without having gap closing programs then we wouldn't be able to do some of the work. So I do appreciate um everybody stepping up this summer
071I know that that was a big lift and thank you all for helping out with that. Um so when we think about the college career workforce military um measure that's something that will be new. Um we have a rate from 2023 but um it was not it did not count in the measure. We did not receive that on our report card but it was forformational purposes only. Uh we do have the class of 2024 rate which uh came in at 63.2%. Um, and we're still working on our 2025 rate. So, that won't be until what happens this time next year, but we're still trying to make sure that we are cleaning data, making sure that we've got good recordkeeping, um, and that we can get kids through that measure. Um, so that will be something
072that we'll continue to work on and build those systems. Um, and that's really the the next step is develop and implement a system of tracking that student performance. I think right now as the measure has been new a lot of it is like okay this happens in junior and senior year but it doesn't have to. So we're really trying to develop this in you know freshman sophomore year and what does it look like for students to even earn industry recognized credentials um not in 11th and 12th grade year but there are models where we can implement that. So, I think that's been asking us to um really challenge our own thinking about this and design programming and and pro um certification programs for students that might not be the concentrator like we might typically think
073about them in terms of CTE. Um and so that's our goal is to have students increase uh have them increase on the number of students who meet at least one of the 11 components. So unlike other components, you don't get bonus points if you meet two out of the 11 uh or three out of the 11. As long as you meet one, that's the that's the measure. >> Do you can you rattle off what these 11 components are? >> No, it's a test. >> Well, I I can get pretty close. >> Give us a rough idea. >> I can get pretty close. So, this is um students that get a remediation free score on SAT or ACT. I cannot give you those numbers off the top of my head. >> No, that's right. Those ones
074that's familiar. >> So, that's a big one. We've got the number of students that um complete pre-apprenticeship programs, students who've signed up for apprenticeship programs, students who earn 250 hours of work-based learning and meet their Ohio means jobs readiness seal, >> students that meet 12 industry industry recognized credential points >> through the CTE programs >> or through our rise up um credentiing program. So that's it doesn't always have to be CTE, but it does have to be 12 points in a cons a concentrated uh career field. >> One area. >> Okay. >> Um and oh, there's the other one. AP scores. Time for your AP scores. AP scores. Um you have to get three or >> threes or better on three or more AP tests. >> Right. >> And then you could also um sign
075your enlistment papers. I think that I got them all. any idea how many kids uh enlisted last year? >> Well, that's the part that we're working through because and and I'll be honest like you would think that that's easy. It is not easy to get documentation of even if a student and family do sign those papers for us to get it >> requires an additional layer of >> um finagling. So, or if a student's like, "Yep, I'm going to do that." And it's like, "Okay, you have an appointment." "Yep, I have an appointment." "Okay, did you go to that appointment? So there's a lot just just trying to make sure and that's why um when we think about this a lot of it is like that system piece of tracking that >> um we may
076have had students do that and actually when we talk to the school counselors and the principles they're like yeah we had like four kids do that last year and we're like well do we have the documentation of that and they're like well we don't well it's like well then it's like it didn't happen. So it's a lot of de developing those systems, right? And and so that's why even as we think about like where we are with that rate, understanding that we're in year two of that and like yes, we're going to continue to build some of those systems that allow for us to efficiently attract that just like we have built systems for students earning the rise up credentials as a pathway alternative pathway to graduation. Um it's only through implementation that we realize
077that our systems are good or our systems are not good. So we want to continue to build that. >> And did you mention that SAT participation is one of the components? No, >> not participation, but they have to get the remediation free score. >> Got it. Okay. >> Which I mean just to bring that back around, you know, postcoid there was the um test score optional um for students that were moving into four-year degrees and now the pendulum is swinging back the other way um where it's like no, that's not the case anymore. So, it's just a matter of bringing all of those 11 components and then making sure that we have options for students. It it does help with our pathway development. >> Bob, school district that's doing amazing work in this area, particularly
078in the industry credentials, is Toledo Public Schools. >> Oh, yeah. They are. >> I saw a presentation they did at OSBA. I go see them every year because it's just amazing the the work that they're doing in this area. And um they they will freely invite people to come and see what they're doing. So, if you haven't taken a trip out there, I would highly encourage you to do that. >> That's great. I have talked to the people in Toledo. I mean, they're also an AVID district, so we partner with them in some other professional learning opportunities. Um, but yeah, definitely it's great to see some of those things and the the way that they're thinking about it. Um, you know, I think I've heard them develop. It's not just the two-year um CT pathway,
079but it's the four-year and the six year. And I think that's a really exciting way to think about stacking credentials. >> Yeah. Yeah. They're doing it in a way that I mean obviously they're a much larger district so they have more resources but um they're doing it in a way where they want kids to be able to try CTE and if they don't like it be able to move in you know move in and out so they can try multiple things because you know 7th 8th 9th 10th 11th 12th grader doesn't really know yet what they like or what they want to do and sometimes >> the mother of a college student who keeps changing his major right >> he hasn't changed it for a year but you never right you need to try different
080things to find what it is you want to commit to. >> Exactly. >> And that's finding a way to make that possible. >> Yeah. We have been You have been explicitly invited to go tour Toled. They'll put you on a Toledo school bus. They'll take you from >> facility to facility to facility to facility. You and your whole crew. Chris Farwe, >> I'll connect you with her. >> Thank you. >> She's a good friend. >> She's fantastic. >> Great. She's a >> She is. Can you include me in that because I want to connect Dave Vagner as well for the CTPD. He's probably interested in a trip. Great. >> All right. I'll transition over to um hear a little bit about our special populations with Karen Liddell Anderson. >> My vision is so poor. I'm
081going to have to sit here so I can see. Sorry. >> I was going to fake it. >> Don't fake it. Happy to help you. >> I need a clicker. I think it's right there. >> Okay. And I'm gonna All righty. >> Okay. Well, for goal one with Thank you. goal one with special populations um really looks at the performance of our students with the dis with disabilities on the special education profile and we look at if indicators have been met. There are 54 indicators which I will not read but can you open everybody's like thank you but can you open that up? There's 54 That's a lot. Thank you. >> Okay, just put it in presentation mode slide. Thank you. Now I might be able to see it. Okay, so the question is what
082is the special education profile? It's commonly referred to as the special education report card and it's basically IDEIDA requirements in terms of how states monitor um performance outcomes for students with disabilities. And as I said, Ohio has 54 indicators that measure services and outcomes which complies with the IDA requirement. The special ed profile has about seven areas that it kind of covers. It looks at LRE, which is least restrictive environment, preschool outcomes, early childhood transition, assessment, participation, proficiency, secondary and post school readiness, compliance timelines, and disproportionality. So these 54 indicators kind of fall into one of these categories. So, we're going to take a look at the 54 indicators and our district's performance this past year in terms of if the indicator was met, if we made progress with the indicator, if the indicator was
083not met, and if the district is at risk as it relates to a particular indicator of the 54 indicators, and I know you have this or you probably have already looked through, we met straight out 27, which left 27 indicators remaining. of the remaining 27 indicators, we made progress on an additional 12. So just looking at the met indicators, we're glad we met those, but again, it's nice that we continue to make progress with an additional 12 indicators, which leaves 15 remaining indicators. Of those 15 remaining indicators, there were 14 that we did not meet, which leaves one remaining indicator. The final indicator just looks at our disproportionality as it relates to discipline. And this particular indicator is considered an at risk indicator. And what they ask districts to do is just kind of look
084at and again it's related to discipline and students in in school suspension. They're asking the district to look at your processes in terms of what's leading to this and we are looking into that in terms of the overuse of inschool suspension in students with disabilities. So that is an at risk. We did not not meet the indicator but we are at risk for next year potentially not meeting that indicator. So of the 54 indicators just to recap there were 27 that we met just boom outright but again that doesn't tell the entire story. There were an additional 12 indicators that we made progress on from last year which gave us 72.22 indicators in which we consider positive indicators. There were 14 indicators that were not met reflecting 25.93% and then there's one indicator that's at
085risk which is 1.85%. Then we have what's referred to um commonly as priority indicators which takes a look at the performance of students with disabilities on the Ohio State test. These are the gap closing indicators. And what the indicator looks at, it looks at as opposed to a raw score. It looks at over time from the previous year, are students making progress in terms of closing that gap, getting closer to proficient as is with their peers. In the area of reading and language arts, you'll see they're looking at fourth grade, eighth grade, and high school. in terms of proficiency. Um students with disabilities met the we met um the requirement in terms of the goal set by the state what they do to get that goal. They look at the performance across the state. So
086it's just not they're just not looking at us. So we're I hate to say the word competing, but we're kind of competing with students across the state. So they're looking at that performance of students. They're taking that average and they'll say here's the target and did you make measurable progress from the previous year and we have for the past five years like yeah itself which is like we're happy about that in the area of math again for fourth eighth and high school we met those indicators again in terms of meeting progress as it relates to proficiency and the proficiency indicator or and our students with disabilities getting closer in terms of proficiency as it relates to their peers and we're meeting those those two or those six are priority indicators and we're happy that we're
087meeting those. So, we're thrilled about that. And with that, I believe we're going to go back. >> Thank you. >> I have one question for the at risk indicator. Um, what is the data point that's used for that? Is it like uh the percentage of all students who um what is it are suspended for 10 days or more um disabilities? >> They're looking across the state at students with the disabilities in terms of the use of various forms of discipline. They look at suspension rates, expulsion rates, and then inschool suspension. So as we compare to students across the state, we are at risk in terms of the overuse of in school suspension. >> Do we know what that percentage is? >> I can tell you. Let me see if I can get my at risk
088indicator. Uh give me just a second. >> Oh, this is very impressive. Just reach into a binder pulling it out. Oh, now he said that. Now I feel pressure. Now I feel the pressure for the atrisisk for the average. I'm looking at the indicators. We're supposed to be less than well actually the target is less than or equal to um 250 and they're just saying the result was 250. So we did not need you know so it has to be less than >> right. Okay. So I mean it's it's all or nothing with the indicators. So we got to be less than. >> And is that 2.5 students 2.5% of students with disabilities? What is that? >> For is what the student what the state is looking at the percentage of students across the state.
089So they have a formula to look at everybody in terms of that use across districts. So >> so it doesn't actually refer to a specific number of our kids. It's an index compared to the rest of everyone else in the state. >> But honestly, all kidding aside, >> statistics, >> I I can't say that's that that's an okay thing honestly because it's comparing apples to apples in terms of okay, we have students with disabilities. How are you using this district? How are you using that district? So, >> it benefits us sometimes and sometimes it doesn't. >> So, >> okay, >> the the number is big enough. >> Yes. >> That >> Yes, it is. The law of large numbers does apply. >> Yeah, that's true. So, so again, >> and I just had one real
090quick question on indicators, and this is just for my own education around language that the state uses. So, indicator 6 A and B is preschool least restrictive educational environment, regular setting, and separate setting. Is separate setting like self-contained? SEP? >> No. Um, what they're doing, they're looking at, if you're looking at separate setting, it's a setting other than a traditional school. So it could be they used to say separate facilities. They could be a separate setting, but we're not necessarily in the public school setting. Got it. And for those particular indicators, those indicators are IEP team decisions. So there's no corrective action associated with with the district. >> We can't tell an IEP team what to do in terms of their decision. They make their unique decisions on a case-by case basis with each individual
091child. So there's no corrective action. >> The Cleveland Site Center, >> right? >> Yes. >> Thank you. >> Perfect. Thank you. That's very helpful. >> Okay. Now that we're back here and just in terms of our next steps and our plans for this year moving forward, we're just going to continue to have um PD in terms of collab collaborating with our ESC in terms of what some of we get we get a lot of good advice from them and we get a lot of good support from them in terms of what to do next. We have IEP compliance training um for our new staff and refreshers for existing staff. We're going to continue with Miss Bar and her teams in terms of working with our co-eing teams and providing them support and training and again
092just continuing our collaboration with our um CNI colleagues and then just we do internal IEP monitoring just to ensure that IEPs are as standards based as possible. Okay. All right. Thank you so much. Oh, >> Thank you. Okay. Thank you. Okay, thank you Karen. Um, okay, we're gonna real quick we're going to transition. This is um this next slide. Uh, it's just a quick FYI kind of because there's been a change in terms of what we call our building plans. So, you've heard the acronym BLAP before, I'm sure, a million times. >> So, which is an acronym for building level action plan. Um so last year we did a lot of course we always do work with that. I mean that's the plan that each building has right. Um so last year you know there
093was a lot of work around that. One of the things we did last year was we started to create what we call the one plan. You've heard that perhaps. Um it's been something that was definitely discussed and and worked on all throughout the spring of last year. Actually started in January. So it started in the winter. But basically as a result we've now replaced the BLAP with the one plan. So each building has its own one plan and the district has a one plan. >> So there's more than one one plan if that makes sense. >> There's many one plans. There are many one plans that there might be 11. My math is right. Yeah. So, one thing, um, it's just important to note as we move forward, not just even like tonight, but just
094in general, um, you'll hear one plan quite a bit. So, it's instead of BLAP, it's one plan. Um and the nice thing is with the district uh one plan is it it really lays out um we actually have seven different goals which we won't go through tonight but it encompasses um everything listed here which if you read it really is everything you know attendance behavior literacy uh instruction it also covers um human resources communication family engagement and so on. So, um, within that district web plan, we will have, uh, root cause. We'll have three-year goals for students and even adult measures, action steps along with strategies. Um, so there's a lot there. Um, but I wanted to make the board aware of that. Um, and then, you know, each building of course, uh, they actually
095have three goals laid out. So theirs is a little bit more uh simplified in the sense that um comprehensively we have a lot more in the uh district goal one plan because we're doing so much right at the district level. And that's it for goal one. Now we're ready for goal two. >> Goal. >> So um so we are going to go ahead and get into goal two. Um, as mentioned earlier, this is really talking about how we're promoting equity, empowering students, and expanding opportunities so that all learners can thrive. One thing I wanted to note that Chief Coleman, I believe, will be presenting at a different evening, different work session. Um, and they'll be expanding that conversation on our equity work and things like that. So, tonight is uh more within academic services and
096specifically what we're doing. So, uh, I just wanted to mention that as we go. And again, like goal one, we have the objectives for anybody, uh, that would like to reference them. And I think we're going to go back to Dr. Reid. There she is. So, here's the clicker. >> So, in terms of um curriculum and instruction and our tier one instructional core, we are really focusing on strengthening that core uh program that we provide for students. And so in our work with our teachers, we've kind of incorporated those core practices, those evergreen core practices. And we have what we call our pink sheet. It's our core implementation planning tool. And every time we sit down with teachers as a CNI team, that pink sheet is on the table. And all it really when you
097boil it all down, it's it's the assess, plan, teach, revise, and revisit. Assess, plan, teach. It's the teaching cycle. And so there are different times that different teachers will come in in different places of it depending on the work they're working on at that particular time. The framework focuses on not only like unit delivery but then gets down to the lesson level and what are the instructional strategies that we're using to focus on that that particular level. So we may be focusing on ELA, we may be focusing on math, but whatever we're focusing on, that pink sheet sits there as kind of our tool and our framework and our reference of where we're moving in and out of the core evergreen core instructional practices has really given us a very strong foundation to be using
098that sheet and we've aligned all of it as well as aligned it with the one plan so that that all that we're doing is all aligned with everything that's in place. So, we're really beginning to support those collaborative practices. And again, we have the resources. Now, we need to figure out what all is in those resources so that we can be sure we're utilizing those resources to their fullest potential. And so, we're really focusing on those ELA, the wonders, the 95%, the my perspectives, and the in math to make sure that we're really moving student learning forward and we're utilizing all those resources in it before we go out and find something to supplement our core. what's in our core that's going to match that for us. And so that's what we're we're focusing on
099in terms of our team meetings and all those planning tools around the HQIM. Um we are also continuing as Mike said with the or as Dr. J said with the clarity work. Um we're really excited with how many and what we're finding is with the student centered coaching which is our next piece. We're we're continuing to work with Diane um on our student centered coaching and we have two new coaches this year and what they're finding is more and more teachers are coming with the clarity to do the learning intentions and success criteria. They're saying it's it's really making for a strong coaching cycle because there's a foundation to build all on all of that. So, it's really exciting to kind of see all this work coming together and and the coaches being able to
100really get out there and do that. But we'll continue with the coaching cycles. Um we have uh two coach four coaches at the elementary level. We have two at the middle school, one at each middle school and then one at the high school. So we're going to be um in terms of the the technology we're really kind of trying to utilize what are those technology resources within our high quality instructional materials. So how does Waggle fit with into math? And so before again we we're getting requests for technology programs before we bring anything in, we want to make sure that it doesn't already exist in our high quality instructional materials. So we're we're digging real deep with that to make sure that we're continue with that. We and we also continue to have our technology
101coaches in the buildings that are helping us to support that work with the high quality instructional materials. Okay. So, goal two on the college and career readiness components. Uh we do want to think specifically around the monitoring increasing the number of students enrolled in APCTE and CCP courses. So, last year we've just continued to increase that. I'll actually show you the numbers in uh just a moment. But when we think about this year, it actually leads to what we were just talking about is what is that vertical alignment. Um so it would be great to see what Toledo is doing. I know um Dr. Jenkins called a group of um our high school counselors and other stakeholders from the district including the high school principal to just start thinking that our courses have to lead
102to something. you know, that notion of those pathway development, um that stackable credentials, um even things like students can earn certain um credentials even through their science classes, you know, with the 3M protective eyewear, right? Like that's a credential. So, we've got to be very intentional. >> 10 before they graduate. Yeah, >> they could. Right. So, that is very intentional. And so when we start doing that um course planning guide review that we've really got to be intentional about that. If it's not leading to one of these three goals um then it might not be something that we need to continue like we really at this point in time with keeping resources in check. We've got to make sure that it leads to um a successful graduation plan. So that really is about auditing and
103aligning those pathways and that will ultimately dip down into what students experience in middle school. Um especially when we start thinking about, you know, prect CTE courses. Um I know that the the exposure component is really in grades 7 through 10. That's the the introductory CTE courses and then in 11 and 12 you can start getting into like those more um specific courses. But we can do a lot within that 7 through 10 model with those um those intro courses. Um just if we go to the next slide, Dr. Jenkins, we can actually see um some of the the the data just around that first part. So I did go back three years to just think about like tracking that AP enrollment. In 2223, we had 295 students that were enrolled in AP. Um in
1042324, we had 313. And then in 22 2425 we had 313. Um and then we might be thinking about like is that stagnant? I think really the question that students have been asking me specifically is like they're intentionally choosing AP and CCP at the same time. And I do think that that's a really important thing that this is not one or the other. This is the you know I always think about the the balanced nutrition plate, right? Like sometimes, you know, you it's not like, oh, I'm going to eliminate this part of my plate altogether. It's like you want to be really thoughtful about when do you engage in that part of the plate. Um, and so I I think it's important to hold this number um right with that increase in CCP enrollment. When
105you look at the bottom um line there, in 22 23 we had 269 students participating in CCP. 23 24 we had 418 enrollments and then 2425 we had 547 enrollments. Um so you know best case scenario when you think about this if students earn three or better that we're saying great then you have met the competency to earn college credit in your AP course and some students are just saying yep I've taken a lot of AP courses and now I'm actually going to get the college credit through the CCP course. I think there was actually a recent study that talked about, you know, kind of diminishing returns after a student has taken three or more um AP classes that it really isn't helping them anymore. >> So, when we get to that spot, it's like
106what if kids are maxing out, we still want to provide them that opportunity. And I think that students are starting to see that CCP could be that option um as well. So, we're seeing that um go through. We've actually got eight students that are in their junior year of um high school, but they're actually um going to be half day on TRIC's campus. And so those are the students. There's eight left in in the associate degree pathway program. Okay. >> Um they are dynamic students. I'd love for you to to meet them. They're juniors. Um >> they started seventh grade. >> They started in nth grade. >> Nth grade. So they're >> they're they're most of the way there. >> They are most of the way there and they're doing really great um with the
107program. I actually think that most of them um are very intent on on finishing that program. They're excit they started talking even before they went to TRIC about like no I really want to graduate be I want to get my associates degree before I work with the double degree. >> They're like oh we want >> I thought it was going to be start big and then they start picking obviously. >> Yeah. So, it's exciting and we want to we want to think about that in terms of like how do we com put all of these things together because it's not like AP or CCP or CTE, but like when students are in all three of those um then I think that's great too. And some of the students that are cons um continuing in the
108CCP pathway um also are taking CTE programs too. So, they're in their first year of a CTE program. Um they're taking college credit on TRIC's campus. Um so, it's just it's a lot logistically. Um, but it's great that we're able to even keep moving this forward. Students are meeting those graduation requirements. Um, they're freeing up time and space in their schedule and they're interested. So, you know, I know at least three of those eight students are currently enrolled in their first year of a CTE program as well. >> So, like they're really um they're they're focused and they're excited. And I think that that's the best part about it is seeing students that are excited. Um you can see I I just don't want to um leave out the CTE enrollment um component there. So
109189 in 2022 23 240 uh and 232 24 and then 2425 222 um but we know that um even just in talking to you guys about the CT enrollment we know that the programs are are moving forward. Um the high water mark actually was in the 2122 when we had two additional programs in CT that we don't have right now. So that's the criminal justice program and the information technology program. Both of those programs ended because the um >> the teacher retired. So it's just a matter of thinking about how does that fit. Um I know Mr. Bogner's thinking about like those different programs and how we can make sure that we're auditing that. Uh but this gives that snapshot and it really talks about how uh we can hold the APCTE and CCP all
110together and look at them as a as a group. They also fit uh very dynamically within the college career workforce military readiness component. One of our steps was to track things better this year. But it's also on the student side of things making sure that we're implementing our pace framework. Um we really want to keep track of things in Navian so that way students can see from year to year about like their strengths um their interest inventories, their career explorers, all that should be helping to build that profile um that student profile, that student success plans. And so this year, um, Kristen Riley and I are going to be making sure that we've got our district post-secondary committee where we actually are not just the only ones who are speaking this language, but we need
111to help, um, building leaders and also um, liaison from the building to talk the talk like understand what does that mean? Um, we might know it because I'm focused on this graduation rate in the college, career, workforce, military, but it's a lot to hold 11 components um, still. so white people know how do we get kids to meet one of those 11 components and that's why we're bringing the post-secondary committee to to life with to help out with that work. Uh we're also really excited to think about increasing the 250 hours of work-based learning um because I think that that's really one of the areas that the state is looking for. They want the students to be having those real life experiences as part of our um participation within the GCC which is the Greater
112Cleveland Career Consortium. We're trying to increase the number of students who have access to those 250 hours of work-based learning, not just in a CTE program, but what does it look like if you are not in a CTE program and we can still give you those um experiences. Um also developing pre-apprenticeship programs and apprenticeship programs so students that um understand that they want to do that don't necessarily have to wait until they graduate to start moving in that direction. And we do know that some of our students who really would prefer that and they they're thinking about that as part of their post-secary plan might not have had everything together in order to even get into a CTE program in their junior year. Like you have to be on time and on target in order
113to get into those CTE programs and some of our students might still be missing graduation requirements in their sophomore year which makes it challenging for them to get into those programs in their junior year. So, we need to think about how we create alternative pathways for students to get those pre-apprenticeship and apprenticeship programs. >> I have a question. The students who participated in the the TMCco after school club last year, >> Yep. >> would that count as one of these CCWMR too many letters measures? Um, >> yeah. So, no, it would not. Not right now. Um and so one of the things that we want to develop is that needs to be a pre-apprenticeship program, >> right? >> So even you know even last last night I sent an email off to our partners and
114said I need to get this program moving forward so that way the students that complete this program earn the pre-apprenticeship. So, it's just a matter of like connecting the dots and making sure like we also had another program called um PNC partner up and so that was really trying to train students for more clerical administrative positions um maybe even at Sherwin Williams or PNC bank as bank tellers but that's not necessarily qualifying either. So it's is as this measure gets developed, we have to make sure that it counts for something. Um and that's really the work on goal to um goal two this year is to make sure that all of these um individual scenarios that we have lead to the apprenticeship, the pre-apprenticeship or the certification so students get credit for that. >> So
115they can become part of the >> correct >> and that'll entice more to be involved. >> Correct. We actually started the um TMCO rising stars program again today. So, we have 14 students that are are that were there and ready to go. Um, and we hope to find five more so we can get closer to that 20 mark for you. >> Exactly. >> It's over. Okay. >> It is. Um, but David Hutchinson from um it's now Rising Stars is um its own nonprofit. He transitioned that from TMCO to a a a nonprofit organization this last year, but he'll be back with us on Tuesdays and room 203 from um 3:30 until 6 in case anybody wants to come up and see the work that the students are doing. They're great. >> Do you ever review
116the uh test and grade distribution for the AP um and CCP? Um I guess completion and test scores. >> Sure. So when we get the report, we do look at I mean that we get the test scores that go along with it. Um those three >> and there usually is an element of data analysis with that. Um we have lots of students taking lots of AP tests. Um we also so yes we do evaluate that data. if there's some I'd love to hear um some thoughts about what we might be able to look for to give you a >> I'd just be curious to see um students who earn you know a three um or better um and also uh for CCP enrollment uh students who would earn like a C or better so like
117a correlation between like the test score and the the credit or the grade >> or not necessarily even a correlation just the the data for >> Yeah, we were trying to pull the AP data Did they change something in terms of how you access it? And it's my I there's I have to call AP basically. I thought I could email and I couldn't get in it. So, we're working on trying to get it to pull it out so we can share. >> It would be also interesting to see it differentiated from their first AP class to their not first AP class because it it can be >> that first one is pretty shocking. >> Real wakeup call. >> Yeah. Exactly. >> Bob, I love how you're thinking on this. I love the idea of pre-apprenticeships
118and apprenticeships. I love the the emphasis on AP, CCCP, CTE, and understanding that it's not one or the other, that it's a continuum and kids might want to do a little bit of all of them. Um, you know, one of the things that I can say as a parent whose kid did take AP and CCP, it's really nice when your kid goes into college and already has a bunch of credits. You know, number one, that might be if your kid knows what they want to do, that might be less money you have to pay. And even if your child doesn't know yet what they want to do, it opens up a lot of room in their schedule to try a lot of different things and to have a very rich college experience where they can
119take different classes just because they're interested in it and really um take advantage of a time in your life you might not have the opportunity to do that. And um I think if kids knew the benefit that that would bring them in the future that they might be more willing to challenge themselves and and their parents as well because often what I hear is sometimes it's it's not the kids. The kids want to take the harder classes. The parents don't want them to. The parents are worried that maybe they're in too many other activities and they're not going to do good. And a parent might have a misguided belief that well an A in an easier class is better than a B in a harder class. And that's not necessarily better when you're looking at
120the next step. >> It also um relieves some pressure in that first semester. Oh, absolutely. When you're first uh you know, your first semester of college, um 15 credits could be overwhelming. Um you know, so if you're at 12 or 13, you know, and you have a few credits that you've already earned, that that could be a good pace for someone. >> And priority registration. >> Yep. Those are all good points, Gabe. >> There's a whole another component of students that um may not have been ready to to start college immediately after high school. Um but we are actually trying to develop well we're working on developing that partnership with an organization called Modern States. Um and this is all about giving students access to KIPP exams which are college level examinations. Um so even
121if you're not ready to go enroll in TRIC C, you're not ready to do 15 18, you can start that. Um and actually even families can start that too. So, if a a family member hasn't um pursued their college degree, their first year of college, um the modern states and the KIPP protocols allow students to and families to start that right now. Um free of charge, um take a class or two, take an exam, get the credit, um and hopefully build that bridge to TRC or to Cleveland State University and start, you know, I love the the TRIC motto. I'm know but like it's time just to take that next step, right? it's time just to level up, just take one more step, take a couple of classes. Um, and I think that all comes
122back and we want to support students beyond um when they're with us, but then also give them some resources to to continue on that journey when it gets lonely. Like there's a lot of our students right now that graduated where they're feeling lonely right now because in this journey, this college journey, like it's hitting them right now that like school's hard. Um, life is hard. I'm balancing lots of things. Um, and they're away from home or they could be away from home. So, this is just a there's a lot that goes into this um college, career, workforce, military rating. I know we get a rate um but we also think that each time that we don't get a rate with that student, like it's a student that's not prepared. That's the bigger issue. Um so,
123we want to just wrap around some of those services and connect them with some programs. So, that's the the the hard work that we've got ahead of us. >> One of the other things I know we didn't talk about here, but um being able to see the senior projects. I like the way that, you know, we've changed senior projects over the years and I like the way that they're being done now. Um, one of the best days I had this year was going and listening to the kids talk about their senior projects and there were a couple of kids who did, you know, they had enlisted in the military, but it was related, you know, they did a senior project related to the fact that they had enlisted in the military. And it was fascinating
124just to see the excitement that they had about what they were going to do and that they had a next step and they had a plan. It was terrific. The the senior projects were great. >> Great. Thanks, Jody. We appreciate that feedback. >> What are their names? We need them for CC. >> I don't remember their names. There was a young man in the >> Yeah, there were the young woman who did her project as a in the dispatch. Yes. >> Yeah, >> there was like a whole nice team that was they were in the CTE program, but they were all pursuing like police or fire, EMT, and >> they did a really nice job and they worked together. So, it was >> it was great. >> Bob, do you have a general sense for
125CCP how many of those courses are happening inside of our buildings versus at TRIC? >> Yes, I do. Um, the majority of them right now are happening inside of our building. So we have got um there's only three classes actually two classes that students are taking um as part of the associate degree they're taking off campus and then there's um probably 50 no probably not even that I can get you the breakdown but you can tell like it's the enrollment in classes that are offered at heights or that they are doing off um campus work at TRIC they're in the associate pathway or they might not be um I think we only have three universities right now that um students are taking CCP classes. Um sometimes they'll come up for semester 2 and go to
126Cleveland State, but um I can get you that information, a breakdown. I actually created a um a CCP dashboard um in previous years and so I'll share that back again so we can see it over time. >> Cool. >> Thank you. >> All right. I think it's back to um our friends in student services. >> It is. Good evening everyone. I am here to talk about special populations within goal 2 and I really just want to start off with the timeline. So historically um back in the school year 2017 2018 our district um joined forces with the ESC and started work through their least restrictive environment cohort. So that's LRE and that's really what this work focuses on and that's the why to what I'm going to talk about because we want to make sure
127that our students with disabilities have access to the general education curriculum to the greatest amount possible with the caveat like Miss um Liddell Anderson mentioned earlier that's an IEP team decision right so when they talk about where their services will be provided in section seven of that IEP that's a team decision but we know that our students we want them to be sitting in front of those content area experts with the supports and accommodations from those access experts meaning the intervention specialists. Okay. So if you look down there at the bottom of the slide in the school year 2016 2017 36.06% of our students with disabilities were receiving services in that general education setting. And this relates back to one of those 54 indicators that Karen spoke about. So this is indicator 5A specifically. So
128the data is always a year behind. So that was reported on the 2017 2018 report card. Right now currently you'll see that we are at a 61.4% 4% and due to the wonderful data department that we have um led by the Miss Bird, she created us a data view that can provide real-time information as a district and per building where are we at with our students with disabilities being serviced in that general education setting. So, right now, if I were to pull it up, it would tell me 61% out of our 1,021 students with disabilities that they will be serviced in that general education setting. on the last um state or the special education profile which was the 2324 data we were at 58.53%. So each year we are continuing to see growth which is
129really exciting to see. Um kudos to the teams and the buildings too for really um implementing and making sure that we are offering those full continuum of services within the building. So it's not just all a pull out model. We have teachers going in to co-e, going in to run small groups so that we're able to offer those variety of services. So, moving forward, we'll continue um with our IEP compliance training and just really making sure that those IEP goals are standardsbased. I know you hear that a lot from us, but we want to make sure that they are addressing where those students should be to reach their grade level peers and their performance. Um, we have the IEP com compliance calibration. So myself and um Aaron Hannah who has the um elementary and preschool.
130So we have um use we use the IEP um checklist that the state provides. So it's based on their auditing procedures and we go through and run monthly calibrations to make sure that they're writing those standardsbased IEPs. This year we're also focusing a lot um on math and I have that listed here later on. But we've we've had a collaboration with the CNI team over the past two years that's really grown because we want everybody to know that we're all here to support all students and that ties in nicely too with that goal too. Um let's see, new team co-eing training. So that's offered at the beginning of the school year for any new co-eing teams. I'm also available to go out and support teams um in any of the buildings. I've had principles ask
131me to come out and work with specific teams. So that is an option for everyone. And then looking at the gifted lens of things, they've offered co-eing strategies and critical thinking lessons out at the elementary and middle school levels. And then something that I'm really excited about and I invite you guys to come check it out when it is up and fully functioning at the high school. So we were able to hire an additional intervention specialist that's leading a new job training program at the high school. and both programs now. So, um, Miss Qua Tucker was or is the transition coordinator that always did the job training program for students with disabilities. So, they're in the community. With the closure of CVEC, we needed to find placements for our students with more intensive needs. We
132were able to hire a new teacher. She's phenomenal. They actually went to their first job site today. Um, so that's just our 11th graders that are in her program. But with these two programs, we are also able to offer the 250 hours of work-based learning with Ohio means jobs readiness seal. So, we're still trying to track some down that Bob uncovered from last year, but we'll have those by the end of the month. So, that's a really exciting thing. And they are revamping the Tiger Store >> and the Roars Coffee Shop will be opening on the first Friday of October. I think that's the third. So, the the students came up with a new logo. Um, we're having a meeting with Miss Angel tomorrow to talk about electronic payments for the store because that's been
133a barrier, but all student led. So, it's really fantastic. That's great. >> What they are doing and just the excitement that this new Her name is Amanda Agira and she's been a fabulous addition >> to the high school and our job training program. >> Would you let us know when the cafe opens? >> Yes. October 3rd. >> Yeah. Yeah. But I mean, yes. >> Yes, I will. >> Yeah. >> Assuming all goes. >> And the tiger shop. >> The tiger shop is Anytime we have families in for a public event, >> concerts, shows, whatever, they want that thing open because that's a huge opportunity to >> buy stuff. >> Well, no, to actually, you know, practice what you're learning to sell things. >> Consumer students can sell things to all these exciting family members who
134are here for whatever it is, right? And >> sorry, you want to buy? >> Well, we need them to buy stuff when we're able to offer electronic payments because that's really it's hard right now because a lot of people don't carry cash anymore and so kids never have cash. So whether we do something through like Infinite Campus, they put money on their account >> or whatnot, but that's been a barrier >> to the store, >> not the coffee shop. >> Alison, don't you put another thing on Infinite Campus. >> Sorry. >> All right. So we are making great gains. >> Wonderful. >> So I heard you say the number >> 1,024 students >> 21 >> 1,021. >> Thank you. >> And then if you include our non-public families, that's 1,336. >> And we we serve
135the non-publix. >> We do not. So they able they're able to access the scholarship through our district. Got it. We provide them an IEP with our offer of a free and appropriate public education and they take that and do with that what they wish. >> Right. Gotcha. So, it's always interesting to me because that basically the the 1,21 um calculates to about 22% of our student overall student population. And I I just like to sort of say this out loud because I think people need to understand um that you statewide around 17% of public school students uh receive special education services. And our number is higher not because we have a higher density of students with special needs, but because fewer uh students who don't have those needs are attending our schools because they're using
136private schools. Um and so sometimes our district gets um a reputation as being a district that spends too much money. And that is just the opposite is actually true. But um because of the larger percentage of our students who receive special ed services, it costs more to educate our students. special ed students have legitimate needs that require additional services. And so I just think that it's this is a great opportunity to remind people of the fact that we have a larger percentage of students receiving special education services and those special education services cost more money to deliver. And furthermore, for the first time in Ohio's history with the fair school funding program, which was only implemented in name, not in substance, but for the first time in Ohio history, special education services were calculated in
137the uh fair school funding program which provided funding, student specific funding based on special education services. Unfortunately, we have a legislature that did not fulfill the promises of the fair school funding program as representatives Cup and Patterson had designed it. So hopefully um that will happen in the future, but it is more expensive to educate our kids because more of our kids are receiving the services that they greatly deserve. Thank you for that. I also think there might be some other overlap between um you you two um in not in addition to the jobs program. But um if any of those students do decide to pursue higher education, there are accessibility services um that students can still um you know use if they do decide to you know attend somewhere such as TRIC. Sure. Good
138evening everyone. Last but not least, so we're going to go back and talk about some um components that have to do with uh the report card. So our strategic plan goal was for us to increase our performance levels on the report card. And so I'm not going to read all these um to you, but want you to understand some of the things we did in order so we could grow. So, one of the things the one of the most important things we did is we partnered with the data team >> and we were able to get lots of data and information because it was important to me as Lindsay said the why that the teachers understood why they were doing what they were doing because I don't think they did. they were just doing it
139because they were told are doing it. Uh uh because so as we had monthly data meetings and and Miss Bird and her team came down and and we've done um they had files and reports and we're pulling data. I even did a scavenger hunt with them when we came back from school. They were not happy with me, but it was um >> Sounds like clarity. a scavenger hunt to find data um in order so they could look at how students grow. So that was one important thing that we did. I attended meetings um virtually across the state with other gifted coordinators because it was important that we found out with these new operating standards coming out that what other districts were doing and were we aligning with them? Did they have any ideas we could
140use? And lo and behold, we found out that we were basically on target in doing what we needed to do um to move forward to grow. But one of those some of those things we had to tighten up. So we had WEPS and WAPS. So a WAP is a written education plan for service and gifted students. And a WAP is just a written acceleration plan. You don't have to be gifted to get a WAP. A WAP is if you're taking an advanced level course and you're accelerated, formally accelerated. And so we had to keep track of those because when we keep track of them and turn them into EMS, that actually increases scores in our report card. >> So we had we were learning little things to make sure that we were being specific about
141what we were doing. Um we made sure that our rosters were verified. We probably checked those 20 times last year. So unlike a classroom teacher whose roster is handed to them, the gifted teachers have to build their rosters and check them as new students are IDed or students leave. And we were finding out that some students might have slipped through a crack. So when we're turning it over to the data team to to be reported to EMS, if we missed a student, there was a point we might have lost. So we literally checked roster rosters 20 times last year. One of the other important things that we did was we progress monitored our students. So if they took an OST or a MAP test, um they we were charting it, we were reviewing it at
142meetings, we were looking at their projected score and how they would do. And then in addition to that, we um were creating lesson plans off of their map projections, looking at their strengths and weaknesses and creating lessons and going back and reteing things or or creating units for the areas that they were struggling in so we could target those areas. And that ended up being a huge growth for us, especially um with reading. And there were some other things that we did, but in essence, this helped us to move forward. And so for our goals and our steps for this coming year, we're going to continue that practice because it was beneficial for us. But one thing we also looked at was high school. So Bob has already talked about um you know, AP and
143honor students. One of the things we found that although we offer AP, some of our our gifted students of color were taking more honors courses than they were taking AP. So, we needed to increase what service looked like, not only for those students, but increase service at the high school because we had about 270 students there that were IDed and we weren't um connecting with even half of them. Mhm. >> So, looking at um the honors courses and seeing what professional development we can offer um our honors teachers. This year, we're trying to increase service 30% at least at the high school um by um training those honors teachers and doing WEPS for those students in the honors classes. And that's the majority of where our students of color are. So moving forward with that
144and then on oh I have it sorry on on the next portion of the state report card had to do with identification and just for your knowledge um right now we don't have all the webs open and all the students loaded up but for purposes of IC we have approximately 715 um gifted students in the district like I said that number is fluid out of the 715 that we have, we serve approximately 632 of them. So that that's pretty good. And out of those students, um 353 are white and then 362 are children of color. So we are really doing better and working on who who we're identifying and helping to service. So as you look at the state report card, gifted identification and services. Um so this is a plethora of different um points
145in which the district can can earn points in order to increase measure measures or or make the indicator on their state report card. So you can have a total of 140 points and that includes different things like um the grade levels we ID in, the type of IDs we have, the type of services that we have and offer and what representation looks like not only for um what representation looks like for our gift to students as compared to our student population but also economically and again our underrepresented groups. So when you look at um the chart for over the last three years, we have the measures were always moving. So that made a lot of school districts nervous because they thought if we made it now we got to figure out how to make it
146again the next year. So in 2223 we did make that measure. Out of 140 points we earned 102. The measure was at 70%. So we met it. Then the the year after that 23 24 again 140 um points and we grew in our points but the measure moved so it moved to 80% and we missed it by 7/10en of a point so we did not meet that indicator last year. So lo and behold glad the report card data came out this week. Um as we are getting this this data we have moved again the indicator is now at 80 we have increased our scores and we did meet the indicator at 80.7. So we met that on the state report card and you can see the increases that we had for gifted identification and services
147with all the different points. And then on the next chart we get to talk about value added for gifted. So as you look again look at the chart it's over it's a compilation of three years. They don't just look at at one year by itself. So our compilation is the first year um we in the growth and the whole purpose of this is to show growth for gifted students. So your scoring needs to be anything um higher than than a negative -2 to show growth on their identification and and how they did on the OSTs that relate to their specific gifted identification. So when you look at this the first year um we were at a 2.6 so we had four stars and then uh 23 24 we had a negative 2 2.13 so we
148did not grow we actually went backwards and so we received two stars um last year and we did not meet that indicator. So for this year 24 25 again it's a compilation of all three. So for the the current year they they compute this by using 50% of that year's growth and then 25% of the other two years to get their measure. We did make it so we were at 3.08 for um the overall composition. So we met our value added for this year and we received four stars but our actual current um measure just just for this year we received a we received five stars for gifted. So that was to able to help contribute to the district um on the report card and we want to continue these measures and make sure that
149we're doing everything we can to grow and to contribute to the district. not um Thank you. Not discounting at all the importance of the the report card score. Um you know, we we've I know the district has we've done a root cause analysis and have really worked to uh improve access and equity amongst our identification process. Uh and you know, we're 5050ish, you know, white and students of color in our IDs right now. Another thing that I'm interested in, and you sort of mentioned it, is the economic factor, and like Allison, I'm looking back at you. Uh I' I'd be really interested to because we I mean, we don't have good data on how much our families make, but we do know where they live, like what census tracks they live in. Cleveland Heights and
150University Heights has around 20 census tracts, which is like smaller than a zip code. It's like your walkable neighborhood roughly, and it's the US Census Bureau provides those. Uh but there's also census data around those. So you have like uh you know median income and all of that. It'd be really interesting to also at some point take a look at our identification and are we identifying kids who are living in higher inome neighborhoods more often. So, so not just, you know, uh, race and ethnicity demographics, but also the economic demographics of if your family has I mean my supposition here is if your family has more money, they're they'll be stronger advocates and they might be pressuring a teacher to, you know, do another test or >> five times. >> Yeah. Yeah. Exactly. So, it's
151it's the um just trying to like >> Yeah. advocate five times. >> So, that was something that used to happen here. We're finding more and more because that was one of the pushes again that we worked on because if you don't have 15 or more students um gifted students within your school >> your your the scores don't count. They don't calculate anything. So last year we were able to make sure that we had students identified in every single one of our buildings and we're growing that. It's been a while since we presented on this, but we used pets premier education thinking skills. We purposely started that with um when Lisa Hussein was in in gifted because we wanted her to be the the the first face and she was going out and visiting the classrooms
152and doing these classes and doing small groups and and whole groups and that started our numbers. We were identifying students in particular students of color and economically in the different buildings that we didn't have any identified students before. So now we have students at at at Oxford. We have students at Noble. We're getting students in buildings that we didn't have before. So to your case and point, I I don't have specific statistics in front of me, but we are growing these numbers and we are identifying those students because Pat has helped us. We don't get all those parent referrals anymore like like you're indicating and we really don't get teacher referrals. So, a lot of our referrals for our identification are coming from teaching pets and going into the classroom and observing uh the students
153and how they interact and the problem solving skills and that that that we're picking up from um observing them in the small and large groups. >> Awesome. And of course there's also the intersection between students who are identified as gifted and students with special needs. >> And so that becomes >> another group of of kids who will benefit from extra supports so that they can thrive. And back to Dan's point, those students need extra services. They deserve extra services. they have the right to them and those are expensive. Um, but we need to make sure that all students are receiving the supports they need. And I think it was in one of your slides, Bob, something about providing supports for students in honors classes. That hits home for me because I saw both of my
154kids flounder >> at high school at the beginning of high school when all of a sudden they psycho they're in the higher level classes and they actually have to do some work. Now, in the case of my kids, I know that they were being lazy, but they could have benefited from some extra help with figuring out how to be organized, how to plan your time so that you're not doing last minute stuff at the end, that kind of thing. >> I can even say shout out especially to Oxford because there are some teachers over there, some of the special ed teachers, they are putting their students up for the referrals to be tested and they have been been identified. So, so working with them to understand um that we are not here just for the
155the rich kids or the ones whose parents are advocating. We are here for all students to support and we are getting more students identified and again to give them the support that they need. >> Do you think there has been a a culture shift? Um, I mean, to me it sounds like you're saying that teachers weren't doing this before, but they're doing it now. Um, >> um, teachers, uh, um, some of the teachers still aren't putting in referrals and and and that's okay. We have more gifted teachers teaching pets now than just one person. So, as they're going in there and some people are getting more acclimated and they work with them because they they there's a data sheet that gets filled out by the classroom teacher when the gifted teacher is in there doing
156pets. It's it's a different form of of the co-eing because it's it's it's one teach one observe that we're doing. So, they're learning more about their students because um we teach a little differently. So what they might see in their classroom as regards to h how they're teaching is different than what they might have seen with us. So they're they're picking up things. And again, we're having more gifted teachers being able to go out in kindergarten, first and second grade, and pinpointing students that that um we wouldn't have picked up before. So it's a it's a shift in who was turning in the referrals. Thank you very much. Yes. >> Well, I want to thank um our presentation team tonight. Mike, Lindsay, Bob, Toya, Hannah, Allison, Karen. Did I miss anyone? Um, thank you all
157for sharing the work that you're doing to support our uh staff as they support our students uh towards academic achievement. There's a whole lot going on in a lot of different places and um everyone has worked hard this past year, continues to work hard, our teachers, our classroom support staff, everyone who works in our buildings, folks in central office. Uh so thank you. I I appreciate the um intentionality in approach and and also everyone's commitment to always trying to improve and to hear what's working, what's not what not working with our systems and supports. So, thank you very much. >> Yeah, wonderful presentation. >> Very, very interesting. >> Thank you for answering all of our questions. I know we had a lot tonight. >> And it's it's also very clear as you pass off to
158each other how it's not siloed the work that you're doing that you guys are really working together and that it's a cohesive effort. So that's just really great to see. >> All right. >> I just thank you for everything. I just want to thank the team. They put a lot of work into this and their leadership, their dedication to students and the work. So um I'm really proud of all the work that's been been done. I'm looking forward to the work ahead. So, and thank you for your time tonight. Appreciate it. >> Thank you. >> Yeah. >> And now I will entertain a motion to adjurnn. >> I motion to adjurnn. >> I second. >> Any discussion? >> Let's leave. We've had enough discussion for one night. Mr. >> Hines, Mr. Hind, >> what did
159they do? M >> Miss Lewis. >> Yes. >> Mr. Trimble. >> Yes. >> Mrs. Kaw. >> Yes. She was just calling over. >> Thank you and good night. Thank you.